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ST THOMAS GARNET'S SCHOOLInformation and Communication Technology (ICT) Policy |
1.1 ICT has become part of the way in which we all work and entertain ourselves. Almost everything we do at school now involves the use of ICT:
· online lesson research, teaching plans and resource materials;
· lesson delivery via either overhead projector or interactive whiteboard;
· communication by e-mail and fax;
· document distribution and storage;
· assessment information analysis;
· production and editing of reports.
Thus, through teaching ICT, we equip children to participate in a world of rapidly changing technology. We enable them to find, explore, analyse, exchange and present information. We also help them to develop the necessary skills for using information in a discriminating and effective way. This is a major part of enabling children to be confident, creative and independent learners.
1.2 Our objectives in the teaching of ICT are:
· to facilitate the finding, selection and use of information;
· to teach the use of ICT for effective and appropriate communication;
· to enable the monitoring and control of events, both real and imaginary;
· to teach the application of ICT to children’s learning across the curriculum;
· to explore the value of ICT, both to children and to society in general;
· to examine issues of security, personal safety, confidentiality and accuracy;
· to develop the cross-curricular use of ICT in all subjects.
2.1 As an objective of teaching of ICT is to equip children with the technological skill to become independent learners, the teaching style that we adopt is as active and practical as possible. While, at times, we do give children direct instruction on how to use hardware or software, the main emphasis of our teaching in ICT is for individuals or groups of children to use computers to help them to progress in whatever they are studying. So, for example, children might research a history topic by using role-play software that engages them in a highly visual way, or they might place themselves in a historical setting by manipulating a digital photograph, or they might investigate a particular issue on the Internet.
2.2 We recognise that all classes have children with a wide range of ICT abilities. This is especially true when some children have access to ICT equipment at home, while others do not. We provide suitable learning opportunities for all children by matching the challenge of the task to the ability and experience of the child. We achieve this in a variety of ways:
· setting tasks which are open-ended and can have a variety of responses;
· setting tasks of increasing difficulty (not all children complete all tasks);
· grouping children by ability in the room, and setting different tasks for each ability group;
· providing resources of different complexity that are matched to the ability of the child;
· using classroom assistants to support the work of individual children or groups of children.
3.1 ICT is a foundation subject in the National Curriculum. The school uses the national scheme of work for ICT as the basis for its curriculum planning. We have adapted the national scheme to the local circumstances of the school.
3.2 We carry out the curriculum planning in ICT in three phases (long-term, medium-term and short-term). The long-term plan maps the ICT topics that the children study in each term during each key stage.
3.3 Our medium-term plans, which we have adopted from the national scheme of work, give details of each unit of work for each term. They identify the key learning objectives for each unit of work, and stipulate the curriculum time that we devote to it..
3.4 The class teacher is responsible for writing their own plans. Daily plans list the specific learning objectives and expected outcomes for each lesson. The class teacher keeps these individual plans and they can be discussed on an informal basis.
3.5 The topics studied in ICT are planned to build on prior learning. While we offer opportunities for children of all abilities to develop their skills and knowledge in each unit, we also plan progression into the scheme of work, so that the children are increasingly challenged as they move up through the school.
3.6 Parents and carers are required to give signed authorisation before their child can use the Internet, either in guided or in independent school work. Parents and carers are, however, assured that their child’s use of the Internet at school is always supervised. A record of those children who do not have permission to use the Internet at school is held by each class teacher and by the school office.
4.1 Until recently our Reception Pupils have only had access to the classroom computer and this has been used for educational programs and to aid mouse control. Now that the computer suite and interactive whiteboard are available, it will enable basic teaching in ICT to become more obvious for our youngest pupils.
5 The contribution of ICT to teaching in other curriculum areas
5.1 The teaching of ICT contributes to teaching and learning in all curriculum areas. It also offers ways of impacting on learning which are not possible with conventional methods. Teachers use software to present information visually, dynamically and interactively, so that children understand concepts more quickly. For example, graphics work links in closely with work in art, and work using databases supports work in mathematics, while role-play simulations and the Internet prove very useful for research in humanities subjects. ICT enables children to present their information and conclusions in the most appropriate way.
5.2 English
ICT is a major contributor to the teaching of English. Children’s reading development is supported through talking stories. As the children develop mouse and keyboard skills, they learn how to edit and revise text on a computer. They also learn how to improve the presentation of their work by using desktop publishing software. There is in addition a variety of software which targets specific reading, grammar and spelling skills.
5.3 Mathematics
Children use ICT in mathematics to collect data, make predictions, analyse results, and present information graphically.
5.4 Science
Software is used to animate and model scientific concepts, and to allow children to investigate processes which it would be impracticable to do directly in the classroom. Data loggers are used to assist in the collection of data and in producing tables and graphs.
5.5 Personal, social and health education (PSHE) and citizenship
ICT makes a contribution to the teaching of PSHE and citizenship in that children in ICT classes learn to work together in a collaborative manner. They also develop a sense of global citizenship by using the Internet .
6.1 At our school, we teach ICT to all children, whatever their ability and individual needs. ICT forms part of the school curriculum policy to provide a broad and balanced education to all children. Through our ICT teaching, we provide learning opportunities that enable all pupils to make good progress. We strive hard to meet the needs of those pupils with special educational needs, those with disabilities, those with special gifts and talents, and those learning English as an additional language, and we take all reasonable steps to achieve this.
6.2 Intervention through School Action and School Action Plus will lead to the creation of an Individual Education Plan (IEP) for children with special educational needs. The IEP may include, as appropriate, specific targets relating to ICT. In some instances, the use of ICT has a considerable impact on the quality of work that children produce, by increasing their confidence and motivation.
7.1 Teachers will assess children’s work in ICT by making informal judgements during lessons. On completion of a piece of work, the teacher assesses the work, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide his/her progress. Older children are encouraged to make judgements about how they can improve their own work.
7.2 The class teacher will keep samples of the children’s work in a portfolio. This demonstrates the expected level of achievement in ICT for each age group in the school. These evidence portfolios have just been introduced and work from the ICT lessons is yet to be added.
8.1 Our school offers one computer per child, and Internet access. Most software is already installed on PCs. Some software is installed only on the class PC.
8.2 We employ a technician to keep our equipment in good working order. Members of staff report faults in the book provided for that purpose in the ICT suite. The technician will also set up new equipment, and install software and peripherals.
8.3 In order to keep our school computers virus-free, no software from home will be installed on school computers. Pupils bringing in work on portable storage disks must first have it scanned, but it is easier if the work is e-mailed to the teacher concerned. Where teachers are transferring files between their home and school, they must have up-to-date virus protection software on their home computers.
9.1 Mr. Kenward Senior Teacher
supports colleagues in their teaching, by keeping informed about current developments in ICT and by providing a strategic lead and direction for this subject;
9.2 The quality of teaching and learning in ICT is monitored and evaluated by the headteacher as part of the school’s agreed cycle of lesson observations.
9.3 This policy will be reviewed at least every two years.
10 Internet Safety
No pupil is ever allowed to be in the ICT suite on their own. Suitable software has been installed to guard pupil safety whilst having access to the internet, however, all staff are requested to be extra vigilant of pupils whilst the internet is in operation. Pupils should abide by their “Pupil Safety Code” which directs correct behaviour should inappropriate images be displayed by accident.